论扶贫支教对师范大学生专业发展的影响

文章从师范大学生专业发展的角度,探讨了扶贫支教活动对师范大学生的教育实习、教育专业课程学习、教师专业精神形成等方面的影响。扶贫支教活动的开展,将会有效促进师范大学生的专业发展,是教师教育方式的重要转变。     

浮出历史地表——中国当代女性批评之批评

诞生伊始,女性批评就存在着些许不足。其引发问题的神来之笔也往往是其矛盾最突出的地方。西方女性批评的引进触发了我国学界对女性批评的“问题”意识,然而若要深化研究,我国的女性批评研究须立足于现状和问题所在,了解这一批评自身存在的局限性和模糊性,然后才能探讨出其未来出路。     

正确认识当代资本主义的新变化、新发展

当代资本主义国家虽然通过自我调节，改良和改善适应了社会生产力的发展的要求，改善了生产关系，出现了一些新变化，但这并不意味着资本主义改变的其性质，避免了灭亡的历史命运，反而预示着在资本主义国家内部已经孕育着社会主义的某些因素，为社会主义的产生奠定了物质和社会基础。     

我国二手车市场目前存在的问题及发展方向

随着我国汽车产销量的迅速增长,汽车保有量也越来越多,这就为二手车市场的发展带来了广阔的前景.本文主要讲述了目前我国二手车市场存在的问题,以及要解决目前二手车市场问题的具体措施.     

我国专科教育现状分析及发展战略构想

本首先分析了当前我国专科教育所面临的发展困境与成因，进而提出了改革我国专科教育体制、建立新型专科教育运行机制的构想与相关的政策性建议。作认为，作为高等教育的一个重要组成部分，专科教育为我国的社会主义教育事业作了重要贡献，但目前又进入到一个新的发展转型期，挑战与发展的机遇关存；改革计划管理的约束的体制，寻求办学效益和社会效益的统一，建立起与社会主义市场经济体制相适应的专科教育体制与机制，实现教育体制与学校功能的战略性调整，是现阶段专科教育改革发展的必然趋势和重要条件。     

新时期学校体育教学评价的改革与发展

采用献法、比较分析法等对新中国成立以来各个历史时期我国中学体育教学评价演变发展回顾的基础上，就评价目的、评价内容、评价方法、评价主体等方面存在的问题进行剖析和反思，提出新时期中学体育教学评价改革与发展趋势．     

The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher’s Professional Development: Another Digital Divide?

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide.     

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.     

论教师专业发展阶段中的职业倦怠与组织应对

教师是职业倦怠的高发人群,且因职业特殊性其消极影响更为突出。教师职业倦怠可分为职前教育、引导、能力建立、热心和成长、生涯挫折、稳定和停滞、生涯低落和生涯退出八个阶段。     

Potential for knowledge in action? An analysis of Korean green energy related K3–12 curriculum and texts

While understanding green energy development and what drives it are important, there is increasing consensus that sustainability transitions concerning usage need to be viewed in terms of the place specific contexts, including education, that critically mold them. In order to support sustainability transitions, information and knowledge building are not enough; knowledge must be turned into action. This research examines the potential efficacy of Korea’s efforts in this regard via an analysis of K3–K12 geography education curriculum and texts vis-à-vis green energy content. There is scant disconnect between the curriculum and the texts analyzed, and, aside from the small shortcomings unearthed, analyses suggest that Korea is cogent of the ability of geography education and education for sustainable development to turn knowledge into action, thereby empowering civil society to drive its green energy transitions going forward.